Jcpenney Swot free essay sample

Strengths Some of the strengths of JCPenney are that their corporation has a long history because they have been around since 1907. This long sense of history has earned them brand recognition worldwide. Their establishment of locations nationwide has given customers with a square deal and popular brand names. One of their most important strengths is their location as a customer you look for convenience in the store in how close it is and their services but exclusively their prices, JCPenney pursues to lower their prices and have many sales included during the month. The convenience meets the customer satisfaction which results in the customer to return to the store. Weaknesses A major weakness for JCPenney is that they have had in the past surplus inventory. The overflow in the items they had acquired had caused them to lose profits over just a couple of days and the spare stock wasn’t removed so because of this they weren’t able to meet the new fashion tendencies. We will write a custom essay sample on Jcpenney Swot or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This disaster also caused the company to not be able to obtain new goods since all their budget was used to buy the surplus inventory in the store. They lacked to obtain new fashion trend which cost them the ability to attract new customers. Causing customers to believe they had limited brands. Opportunities JCPenney has some of the most experience management that has worked with other store competitors. They would allow JCPenney to create new ideas in order publicize and exemplify the company and help the profits in their firm. Since most of the customers have a JCPenney credit card they are able o check their annual incomes, the assortments are viewed that the incomes are middle class families with a financial gain of $25,000 to $50,000. With this data they seek for new ways to entice the middle class family with affordable prices for both, the company and the customer. Which is where the catalog comes into place, the catalog is used for people who may not find some items they want in stock they are able to shop from the catalog in their like of color, size, and style with no cost of shipping. Also JCPenney includes sales in their store almost every week especially for a member of a credit card from JCP. Threats The fact that JCPenney is no longer located in many places by itself but within a mall contracts a lot of competition from other stores inside the mall itself, creating a big downfall for JCPenney. The request for any kind of clothing or product in the store is elastic, so if the customer feels the price is too high then they go and shop at alternative business corporation with a more economic price. Like for example, Wal-Mart where they say â€Å"We’ll match any price†. Through the years JCP has become a large corporation with a big strive and an objective to remain competitive and like any other company they have their weaknesses and their strengths. Yet they manage to incorporate new developed systems for customer satisfaction and the company’s benefits. Although JCP has a long line of competitors they strive for excellence in their services, and I say this personally because I shop there a lot!

Mezhirich - Paleolithic Ukraine Mammoth Bone Settlement

Mezhirich - Paleolithic Ukraine Mammoth Bone Settlement The archaeological site of Mezhirich (sometimes spelled Mezhyrich) is an Upper Paleolithic (Epigravettian) site located in the Middle Dnepr (or Dneiper) Valley region of Ukraine near Kiev, and it is one of the best-preserved sites of its type excavated to date. Mezhirich is a large open-air site where several mammoth bone huts with hearths and pit features were used between about 14,000-15,000 years ago. Mezhirich is located approximately 15 kilometers (10 miles) west of the Dnieper river in central Ukraine, located on top of a promontory overlooking the confluence of the Ros and Rosava Rivers, 98 meters (321 feet) above sea level. Buried beneath about 2.7-3.4 m (8.8-11.2 ft) of calcareous loess were the remains of four oval to circular huts, with surface areas of between 12 to 24 square meters (120-240 square feet) each. The dwellings are separated from one another between 10-24 m (40-80 ft), and they are arranged in a V-shaped pattern on the promontory top. Mammoth Bones as Structural Material The main structural elements of the walls of these buildings are stacked mammoth bone, including skulls, long bones (mostly humeri and femora), innominates, and scapulae. At least three of the huts were occupied at approximately the same time. About 149 individual mammoths are believed to be represented at the site, either as building material (for the structures) or as food (from refuse found in nearby pits) or as fuel (as burned bone in nearby hearths). Features at Mezhirich About 10 large pits, with diameters between 2-3 m (6.5-10 ft) and depths between .7-1.1 m (2.3-3.6 ft) were found surrounding the mammoth-bone structures at Mezhirich, filled with bone and ash, and are believed to have been used as either meat storage facilities, refuse pits or both. Internal and external hearths surround the dwellings, and these are filled with burnt mammoth bone. Tool workshop areas were identified at the site. Stone tools are dominated by microliths, while bone and ivory tools include needles, awls, ​perforators, and polishers. Items of personal ornamentation include shell and amber beads, and ivory pins. Several examples of mobiliary or portable art recovered from the site of Mezhirich include stylized anthropomorphic figurines and ivory engravings. The majority of animal bone found at the site are mammoth and hare  but smaller elements of wooly rhinoceros, horse, reindeer, bison, brown bear, cave lion, wolverine, wolf, and fox are also represented  and were probably butchered and consumed on site. Radiocarbon Dates Mezhirich has been the focus of a suite of radiocarbon dates, primarily because while there are numerous hearths at the site and an abundance of bone charcoal, there is almost no wood charcoal. Recent archaeobotanical studies suggest that taphonomic processes which selectively removed wood charcoal may be the reason for the lack of wood, rather than reflecting deliberate bone selection by the occupants. Like other Dnepr River basin mammoth bone settlements, Mezhirich was first thought to have been occupied between 18,000 and 12,000 years ago, based on early radiocarbon dates. More recent ​​Accelerator Mass Spectrometry (AMS) radiocarbon dates suggest a shorter chronology for all mammoth bone settlements, between 15,000 and 14,000 years ago. Six AMS radiocarbon dates from Mezhirich returned calibrated dates between 14,850 and 14,315 BCE. Excavation History Mezhirich was discovered in 1965 by a local farmer, and excavated between 1966 and 1989 by a series of archaeologists from the Ukraine and Russia. Joint international excavations were conducted by scholars from Ukraine, Russia, the UK, and the US well into the 1990s. Sources Cunliffe B. Upper Paleolithic economy and society. In Prehistoric Europe: An Illustrated History. Oxford University Press, Oxford, 1998. Marquer L, Lebreton V, Otto T, Valladas H, Haesaerts P, Messager E, Nuzhnyi D, and Pà ©an S. Charcoal scarcity in Epigravettian settlements with mammoth bone dwellings: the taphonomic evidence from Mezhyrich (Ukraine). Journal of Archaeological Science, 2012, 39(1):109-120. Soffer O, Adovasio JM, Kornietz NL, Velichko AA, Gribchenko YN, Lenz BR, and Suntsov VY. Cultural stratigraphy at Mezhirich, an Upper Palaeolithic site in Ukraine with multiple occupations. Antiquity , 1997, 71:48-62. Svoboda J, Pà ©an S, and Wojtal P. Mammoth bone deposits and subsistence practices during Mid-Upper Palaeolithic in Central Europe: three cases from Moravia and Poland. Quaternary International, 2005, 126–128:209-221. Alternate Spellings: Mejiriche, Mezhyrich

Five Longest Mountain Ranges in Europe

Five Longest Mountain Ranges in Europe Europe is one of the smallest continents but you wouldnt know it from the size of some of its mountain ranges. The mountains of Europe have been home to some of the most daring feats in history, used by explorers and warlords alike. The ability to safely  navigate these mountain ranges helped shape the world we know today through trade routes and military achievements. While today these mountain  ranges are mostly used for skiing and marveling at their wondrous views, their history is no less important.  Ã‚   Five Longest Mountain Ranges in Europe Scandinavian Mountains - 1762 kilometers (1095 miles) Also known as the Scandes, this mountain range stretches through the Scandinavian Peninsula. They are the longest mountain range in Europe. The mountains arent considered  very high but theyre known for their steepness. The western side drops into the North and Norwegian sea. Its northern location makes it prone to ice fields and glaciers.   Carpathian Mountains - 1500 kilometers (900 miles) The Carpathians stretch across Eastern and Central Europe. Theyre the second-longest mountain range in the region. The mountain range can be divided into three major sections, the Eastern Carpathians, Western Carpathians, and the Southern Carpathians. The second largest virgin forest in Europe is located in these mountains. They are also home to a large population of brown bears, wolves, chamois, and lynx. Hikers can find many mineral and thermal springs in the foothills.   Alps - 1200 kilometers (750 miles) The Alps are probably the most famous mountain range in Europe. This range of mountains stretches across eight countries. Hannibal once famously rode Elephants across them but today the mountain  range is more home to skiers than pachyderms. The Romantic poets would be enamored with the ethereal beauty of these mountains, making them the backdrop for many novels and poems. Farming and forestry are large parts of these mountains economies along with tourism. The Alps remain one of the worlds top  travel destinations, with good reason.  Ã¢â‚¬â€¹ Caucasus Mountains - 1100 kilometers (683 miles) This mountain range is notable not only for its length but also for being the dividing line between Europe and Asia.  This mountain range was an important part of the historical trade route known as the Silk Road. This was the road which connected the ancient Eastern and Western world. It was in use as early as 207 B.C., carrying silk, horses and other goods to trade between continents.   Apennine Mountains - 1000 kilometers (620 miles) The Apennine mountain range stretches the length of the Italian Penninsula. In 2000, the Environment Ministry of Italy suggested extending the range to include the mountains of Northern Sicily. This addition would make the range 1,500 kilometers (930 miles) long. It has one of the most intact ecosystems in the country. These mountains are one of the last natural refuges of the largest European predators like the Italian wolf and Marsican brown bear, which have gone extinct in other regions.

The concept of first mover advantage is widely used in gametheoretical Essay

The concept of first mover advantage is widely used in gametheoretical models and international trade theories. Discuss it in th - Essay Example A perfect example of first movers includes companies such as, Coca-cola and eBay, who were the first companies to enter their respective market. Where Coca-cola was first company to produce cola and made their products available to the public in 1886, eBay was the first company to introduce the auction process online in 1995. Both these companies have been a recurrent powerhouse in their respective industries ever since they were founded. It has been witnessed very often that first movers are generally pursued by competitors who try to capitalize on the original company’s success, brand value and recognition. They try and acquire the market that has already been penetrated by the first moving company (Poulsen, 2007). The competitors try and bring about certain modifications and improvements in their product line and make them available to the public in order to market their products, as being better than the products offered by the first moving company. However, by the time th e competitors lay their foundation in the already penetrated market, the first mover has already accumulated huge market share, customer loyalty, satisfaction and expertise in this particular field of work, which is required to stay at the pinnacle (Markides and Sosa, 2013). ... One of the crucial characteristics as far predicting the second mover’s reaction is concerned, is the second mover’s payoff function. First mover advantage is associated with pioneering products that benefit from advantages attained from a long-term market share. In addition to that, they also enjoy advantages in distribution of those products, the improved product-line, breadth, and quality (Chen and Pereira, 1999). First mover advantages are characterized by a pioneering firm’s ability to earn positive economic profits (profits in excess of the cost of capital). First mover advantages transpire endogenously within multi-stage process (Lieberman and Montgomery, 2002). The multi stage process is depicted in figure 1. The first stage involves the generation of an asymmetry that enables a particular company to gain competitive advantage over the rival companies. This opportunity to make the first move is a result of the firm’s possession of some unique infor mation sources or foresight or may be simply out of luck. Once this asymmetry is established, a firm may be able to exploit its advantageous position by following variety of mechanisms. These mechanisms thereby enhance the durability and magnitude of the first mover profits. Figure 1: Endogenous generation of first mover advantages (Source: Lieberman and Montgomery, 2002) Game theory Game theory is the process of modelling the strategic interaction between two or more players in a situation containing set rules and outcomes (Heap and Varoufakis, 2004). While used in a number of disciplines, game theory is most notably used as a tool within the study of economics. The economic application of game theory can be a valuable tool to aid the fundamental

Journal Term Paper Example | Topics and Well Written Essays - 1500 words

Journal - Term Paper Example One of the first insights Thoreau makes when he states, â€Å"a man is rich in proportion to the number of things which he can afford to let alone† (Thoreau, pg. 335). This statement is somewhat complex and difficult to discern. While Thoreau is referring to his interactions on the Pond, it’s clear the statement can be extended to the larger context of existence. For me the statement is referring to a sort of wealth that isn’t necessarily linked to money, but is more rooted in wisdom or knowledge. In these regards, Thoreau means that the individual that can go without certain elements in life, has already experienced or gained spiritual insight into their nature and as such can go without them. Another insight I found highly enlightening was Thoreau’s insights into the nature of daily existence and art. In these regards, he states, â€Å"We must learn to reawaken and keep ourselves awake, not by mechanical aids, but by an infinite expectation of the day, which does not forsake us in our soundest sleep...to affect peoples' quality of life, that is the highest of arts† (Thoreau, pg. 338). This section of the essay is very loaded and complex. In one sense, Thoreau seems to be indicating that the Socratic belief that the unexamined life is not worth living is accurate. He is stating that the individual should wake up every morning with the desire to discover some new truth or an ‘infinite expectation of the day’. Rather than leaving the reader at this stage, however, Thoreau extends this to include the nature of art. He indicates that the greatest type of art should affect individuals’ quality of life. In these regards, Thoreau has gone beyond simply Socratic insights, into stating that the individual should also contribute their intellect to the betterment of society. For me, this underlines the passage and a great deal of Thoreau’s mission. "Reading" 351-362; "Sounds" excerpt 363-364 In the section tit led ‘Reading’ Thoreau considers the nature of reading as it relates to self-edification and culture. In his discussion Thoreau considers a number of works, all of which are considered ‘classics’ in the traditional sense. He has a great support for these works and argues that the information contained therein represent the pinnacles of human thought distilled and articulated into literature that has lasted the test of time. In his support of classic literature, Thoreau laments the unwillingness of others to embrace these texts. He states, â€Å"A man, any man, will go considerably out of his way to pick up a silver dollar; but here are golden words, which the wisest men of antiquity have uttered, and whose worth the wise of every succeeding age have assured us of;- and yet we learn to read only as far as Easy Reading, the primers and class-books† (Thoreau, pg. 357). While underlining Thoreau’s support of classic literature, this quote also indi cates a sort of general displeasure Thoreau has with the general social order. It should be no surprise that an individual who chose to live life for a period in seclusion on a farm should have some general disagreements with the nature of society. As the text progresses, it’s clear that Thoreau’s vision is in large part critical of traditional social assumptions

High school Essay Example for Free

High school Essay Education Does the perfect high school exist? Is there a school out there in which the students are all nice and responsible, every teacher enforces learning on the classroom, and the school system always makes wise decisions? No, probably not. At least, not any school I have ever heard of. There are multiple problems affecting high schools today, usually being either issues personally affecting an individual student, or issues affecting the whole school. Some examples of these problems may be: bullying, dropping out, not studying or doing homework, getting pregnant, not being taught to a full extent, financial issues, and etcetera. Like most problems, there is always a solution that we could benefit from. One of the most major issues hurting high schools today has to do with students being lazy. Teens go to school for the majority of their day, which is typically seven hours. Once they finally get home, it is safe to assume that the last thing on students’ minds is homework. They think â€Å"I have been at school allllll day! This is my time to relax; I do not want to do school work anymore! † So instead, they choose to sit down and watch Jersey Shore or log onto their Facebook accounts. In â€Å"The Liberal Arts in an Age of Info-Glut† by Todd Gitlin, he talks about comedy writer Larry Gelbart referring to media as â€Å"weapons of mass distraction. † If you think about it, this is pretty accurate. Televisions, the internet, etc are nothing but examples of distraction. Most teenagers are not responsible enough to think â€Å"I cannot watch TV right now, I have to study,† so they usually spend the rest of their night watching TV, causing a failing grade on the next day’s test. Teens in high school are not fully matured. Obviously, if they were mature, they would realize the importance of their grades as opposed the importance of who got in a fight on Jersey Shore. Due to this fact, I think we should â€Å"Let Teenagers Try Adulthood. † In this passage, Leon Botstein supports his idea to give teens a chance at adult life. As I have mentioned, teenagers are not mature enough to make decisions that will be good for their future. So why not let them graduate at the age of sixteen in order for them to understand the significance of being a responsible, mature person? Letting them graduate earlier could more than likely help students realize that it is time to grow up and take action for their lives. And maybe then, less time will be spent watching television, and more time will be spent on productive things†¦ mainly because they would not have a choice! Another major problem in high schools is the extremely high rate of students dropping out of school early. Teens drop out of school for multiple different reasons. Some leave school to escape bullying. There is always that one kid who is bullied so much, he just cannot stand it any longer. This is usually the kid in the back of the classroom, trying to stay hidden from everyone else, not doing assignments or paying attention. Scurrilous peers tend to make students want to stay at home forever, and never come back to school. Dropping out of school may be the victim’s way of getting away. Some students drop school simply because of boredom. They get tired of doing the same thing, every day. They feel as though they are not getting anything from it. In David S. Broder’s â€Å"A Model for High Schools,† he states that â€Å"Too many students are dropping out of high school, bored or dissatisfied with what it offers. † Throughout my three years of high school, I have seen numerous issues arise. Due to these many issues, personally, I do not like high school a bit. The problem most chronic would definitely have to be teen pregnancy. I remember during my freshman year, there were about twenty different young girls roaming the halls with a baby bump. During my sophomore year, there were twelve. The majority of the young women in high school that are getting pregnant end up dropping out and totally ignoring their education in order to raise their child. Those who do not drop out still have to miss tons of days due to their pregnancy and child birth†¦ which means, these students will get very far behind in their work, and will have to catch up on their own. Now, I am not saying that these girls should not raise their children, or that they do not have a reason to be absent frequently, I am simply saying this: Do not get pregnant in the first place! Education should always come first. Once they miss that month of school, it is going to be extremely difficult for them to catch up on their work. Because of this, most students will just give up and drop out. No one wants to be stupid, have a child at 16, and have to work at McDonald’s just to buy diapers and a box of Cheerios! Although there are still many issues arising in high schools all throughout America, these are more than likely the worst. Laziness and irresponsibility, dropping out, and getting pregnant can all cause students to end up with no education whatsoever, and lead them to a life of serving customers at the local Wal-Mart.

Essay --

Eutrophication in the Gulf of Mexico Introduction Even though the Midwestern United States produces the majority of the country’s agriculture to date, this immense agricultural activity in the Midwest region has not only degraded the land itself but also the water in the regional rivers and tributaries, which is all interconnected in the network known as the Mississippi-Atchafalaya River Basin (also referred to as MARB). The MARB (Figure 1) covers an extensive 1,245,000 square miles and drains out into the Gulf of Mexico, where over the years it has accumulated an increased and dangerous amount of agricultural runoff pollution, namely nitrogen and phosphorus. Over the years, researchers have identified and pointed to several human interactions that have contributed to the degrading and toxic ecological changes occurring in the Gulf of Mexico. However, only 3 human interactions have been chosen as part of the focus for this research project, all of which will be introduced later in the paper. In addition to the human inter actions that accelerates the degradation of the water in the GoM, it also important to note that the continual increase and accumulation of excess nutrients resulting from runoff is defined as eutrophication and is a true real world problem that must be reduced before water becomes uninhabitable. Eutrophication. What is it? Eutrophication is â€Å"the process by which a body of water acquires a high concentration of nutrients, especially phosphates and nitrates. These typically promote excessive growth of algae. As the algae die and decompose, high levels of organic matter and the decomposing organisms deplete the water available oxygen, cause the death of other organisms, such as fish. Eutrophication is a natu... ...to the MARB, primarily from the application of agricultural fertilizers. Agriculture has caused an increase in the flow of nutrients from chemical fertilizers into bodies of water. The excess nutrients change the chemical composition of the water, impacting biological life forms in the affected areas. Sewage is another major source of nutrient flow to the Gulf. There are sections of lakes and oceans all over the world affected by eutrophication and hypoxia, and this has not only biological effects but also economic and social problems. The largest hypoxic area in the western Atlantic Ocean is found in the Gulf of Mexico. The biological repercussions of eutrophication, in the form of habitat alteration and entire trophic structure disintegration are devastating to the Gulf; remediation, though costly, must be put into effect in order to bring life back into the area.

Pshe and drug education

PSHE and Drug Education – why bother? Does it truly hold impact? Introduction â€Å"The nexus between educational criterions and the wellbeing of kids and immature people is good proven and PSHE Education offers a important path to beef uping this relationship.† DCSF and Ofsted, ( 2008 ) : Indexs of a School ‘s Contributions to Well-Being – audience papers, www.Ofsted.gov.uk/ofsted-home/consultations ( accessed June 28th 2009 ) â€Å"PSHE Education is progressively seen as a cardinal precedence for betterment for any effectual school and underpins effectual learning.† Healthy Schools, ( 2008 ) , PSHE instruction Guidance, pg 51 With quotation marks like these from such influential national organic structures the educationally naive may be excused for presuming that PSHE ( Personal, Social, Health, Education ) enjoys a high profile and influential being throughout the English schools ‘ system, when – in my experience – the fact is that in many schools ; particularly secondary schools, it could non be much further from the truth. These positive and apparently radical sentiments as outlined by Ofsted and Healthy Schools must certainly go forth many of us inquiring why the topic of PSHE is frequently misunderstood and unmarked, as demonstrated in the undermentioned Ofsted determination. â€Å"Too many schools do non establish their PSHE course of study sufficiently on the students ‘ assessed demands. The country recruits few instructors with straight relevant makings to learn PSHE. Many schools focus narrowly on measuring students ‘ cognition instead than finding the impact of their PSHE proviso on bettering students ‘ attitudes and skills.† Ofsted ( 2007 ) Time for Change pg The recent Joint Area Review ( JAR ) study for the local authorization in which I work reflects national Ofsted findngs and provinces that the authorization should â€Å"Ensure that a high precedence is given to personal, societal and wellness instruction ( PSHE ) in schools† . ( **** ) The aforesaid quotation marks clearly illustrate the strife between identified ‘best pattern ‘ and ‘current pattern ‘ re-inforcing my ain professional experiences in the universe of PSHE. These quotes merely nibble into the iceberg of struggle evident throughout the paradox of PSHE. Even the topic ‘s name can do confusion ; Personal, Social, Health Education ( PSHE ) in Primary schools, sometimes with the add-on of Citizenship, and Personal, Social, Health and Economic Education ( PSHE Education ) in our secondary schools. For the intent of this reappraisal I refer to the topic as PSHE. PSHE includes an array of subjects runing from healthy eating to the acknowledgment of feelings and emotions. In my function of PSHE Curriculum Consultant with a remit for back uping the National Healthy Schools Programme ( NHSP – a Government funded Education and Health Initiative ) I read many publications and paperss produced by influential national organic structures such as the DCSF ( Department for Children, Schools and Families ) , Ofsted ( Office for Standards in Education ) , Healthy Schools and QCDA ( Qualifications and Curriculum Development Agency – officially QCA ) . It is non until I reflect upon the overplus of documents and schemes published by these administrations that the common docket and alliance between them becomes evident. The paperss and publications produced by the aforesaid organic structures form the footing of my professional function. The bulk of what I believe, say, do and advance can be traced back to these seminal publications. However when a senior member of a cardinal drug bureau in the Local Authority informed me that they do non put in Drug Education because although there is grounds to back up development in students ‘ attitudes and cognition, there is no grounds to back up that there is any positive behavioral alteration I was spurred on to look into further. Throughout this piece of work I will be explicitly analyzing the function and topographic point of Drug Education both within and outside of PSHE. I intend to take a expression at some of the history, developments and doctrines which underpin Drug Education in the hope of detecting whether there is grounds to back up the belief that it can so hold a positive impact upon the attitudes and behaviors of immature peoplvitamin E. I will see how best pattern ; as promoted by Government organic structures supports and/or contradicts my findings. I endeavor to critically measure several of the most noteworthy Drug Education Programmes used in schools across the universe, foregrounding their chief characteristics, survey methods and consequences. Background to Drug Education Policies and political orientations environing Drug Education have emerged, declined, altered and developed over a figure of old ages. Some of the major mileposts around drugs and Drug Education have been ; 1988 Introduction of the National Curriculum, 1995 Government scheme Undertaking Drugs Together- with the add-on of Drug Prevention in Schools Drug Education Curriculum Guidance for Schools 4/95, 1998 Undertaking Drugs to Construct a Better Britain and the corresponding papers Dfee: Protecting immature people ; Good Practice in Drug Education in Schools and the Youth Service, 2002 Hidden Harm, 2004 Drugs: Guidance for Schools – which schools should be utilizing as their current mention stuff. 2008 saw the Drugs and Entitlement for all Review ***** The debut of the National Curriculum in 1988 ensured that Drug Education was on the instruction agenda – non prioritized through PSHE as it is today, but as portion of the Core Science Curriculum. Drug Education has a checked history. Its focal point and precedences have been capable to alter depending upon political dockets – it is non difficult to understand that mensurating its impact is a complex undertaking. Through the 1970s until the present twenty-four hours the major attacks taken towards Drug Education in the UK have been:Scare tactics – the ‘just say no attack as made popular by the Grange Hill castInformation based instruction which aims to give indifferent existent information about Drugs and Drug EducationSelf authorization instruction which aims to hike self esteem, assertiveness and determination devising accomplishments, and increased belief in personal involvement and controlSituational instruction which acknowledges the societal context of and influences on personal picks around drug pickingsThe cultural attack which favours a broader context of the life accomplishments learning, acknowledges the influences of the place communities and work and on lifestyle and behaviorO'Connor. L, O'Connor. D, Best. R ( 1998 ) pg 65 Even though many of these attacks are ‘out-dated ‘ and non deemed ‘best-practice ‘ they are frequently apparent in the schools in which I work, either used in isolation, but more frequently used in combination. Back in the early 1990s Swadi had already indicated that at that place needed to be a â€Å"rethink of bar schemes with a move off from the didactic instructional methods presently employed and the acceptance of a holistic attack towards the issue of wellness and behavior in adolescents.† ( Swadi. H, ( 1992 ) Approachs to Drug Education D.A.R.E – America Possibly one of the most well-known and widely used Drug Education programmes is the American DARE ( Drug Abuse Resistance Education ) . Established in 1983 DARE has subdivisions in many states including the UK. They province that the programme is implemented in over 75 % of America ‘s school territories and in 43 states around the universe ( see www.dare.com ) , although I could happen no independent grounds to back up this, my findings being shared with Skager. R Pg 578. Harmonizing to the DARE web-site students taking portion in their programme are 5 times less likely to get down smoke than students who had non taken portion in their programme. They go on to state that â€Å"DARE instructors kids how to defy peer force per unit area and unrecorded drug free productive lives† . Highly successful claims, nevertheless there are several self-contradictory issues which arise from this. Independent ratings of the original DARE programme found no grounds in intoxicant and dr ug usage decrease, with one survey demoing a higher prevalence among suburban young person. Lynman et Al ( 1999 ) have besides drawn similar findings. Skager continued to assume similar findings in a ( pg 578 of R skager ) 10-year followup of DARE students. Interestingly DARE ‘s place of Drug Prevention goes against the UK Government Drugs: Guidance for Schools 2004 papers. DARE ‘s stance on taking ‘Drug free lives ‘ is basically floored in the drug taking society is which we live. Following this statement it could be that the publicity of ill-informed and misconceived Drug Prevention programmes such as DARE undermine other grounds based enterprises and UK Government funded preparation programmes and course of studies. Interestingly DARE receives much of its support through the constabulary governments and from receives funding from â€Å"special mandates attached to measures passed by the congress.† Pg 578 R Shager. It is evaluated outside of any authorities control, which makes it progressively hard for people such as myself to give it a big sum acceptance. Life Skills Training ( LST ) – America Life Skills Training is another popular Drug Education Programme developed in America over the last 20 old ages and delivered through the school system. Although it considers itself to be a bar programme, it acknowledges the fact that its chief intent is to cut down prevalence. It is based on a multi-component design and incorporates information and cognition, normative outlooks, opposition schemes along with determination devising, job resolution and analyzing techniques, societal accomplishments, and schemes to acknowledge and get by with choler and defeat. This is really much in-tune with the UK ‘s current ‘best-practice counsel ‘ . Supporting the multi-component design is besides the belief that bringing should besides take a assortment of signifiers runing from didactic, to group treatments and presentations – all with a strong focal point on accomplishments developing. The programme is intended to be delivered by the category teacher although several su ppliers have altered the programme theoretical account for it to be delivered by external suppliers or equal pedagogues. This draws a analogue to much of the work in which I am involved. Several surveies have shown that the Life Skills Training method demonstrates success, non merely on students ‘ cognition and attitudes, but most significantly upon their drug related behaviors. In 1980 a smoke bar programme taking the LST attack demonstrated that there was a 75 % decrease in the figure of new coffin nail tobacco users ( vol24 pg 253 **** ) compared to the control group. However this was measured on immediate consequence, the programme took topographic point in merely one school together with a comparable control school. Long term surveies have taken topographic point demoing positive long-run effects of LST. A 6 twelvemonth randomized survey took topographic point with pupils from 56 public schools in New York. Schools were indiscriminately assigned to bar and control conditions. The instructors presenting the programme were trained and there was a structured programme which started in the 7th class. Consequences showed that 12th class students that took porti on reported significantly reduced heavy smoke, along with fewer smoke in the last hebdomad, or during the last month. The survey demonstrated no effects upon imbibing frequence, but significantly fewer bar students reported acquiring rummy one or more times a month, compared with the control group. Fidelity to the programme was seen to be an of import factor. Positive findings so, the attack supports much good pattern as stated in the Drugs: Guidance for Schools 2004 and is in-line with Healthy Schools recommendations, unluckily this is another illustration of a deficiency of independent research. Statisticss on findings were gathered and analyzed by a squad of researches that included Botvin – the originator behind the development of the LST attack. So can the findings truly show objectiveness? LST appears on several lists of ‘scientifically proven ‘ programmes which are validated by American Government organic structures. Ganghi et Al ( pg 579 replacing ineffective†¦.. ) concludes that â€Å"few studies showed significant impact, and even fewer surveies showed significant impact at longer follow-ups† . It ‘s My Choice – Norge It ‘s My Choice undertaking is a multi-component school based Drug Prevention programme aimed at students from the ages of 6 – 15. Its primary aim is to act upon pupils at the primary school degree in a positive way in order to detain the age of coffin nail and intoxicant introduction. It takes an attitude-building attack which supports the impression that early influences can forestall kids and immature people from utilizing drugs. The theory underpinning the programme is that interior personal strength better enables immature people to do positive picks for themselves. LST promotes a spiraling course of study where content is tailored to run into the demands of students. The programme considers that the school ‘s attack to instruction influences the students ‘ attitudes and self -esteem and seeks to construct positively on this. This is evocative of the UK Drug: Guidance for Schools 2004 which states that â€Å"Drug bar purposes to: †¦delay the age of oncoming of first use†¦Drug Education should †¦develop students ‘ personal and societal accomplishments to do informed determinations and maintain themselves safe and healthy, including: developing self-awareness and self-esteem†¦.† ( pg 18 ) The UK Guidance for schools besides promotes a coiling attack and promote Drug Education non to been viewed in isolation but as portion of a whole school attack, where accomplishments are movable and inter-related, used – where applicable in a cross-curricular mode. Although merely measured over the short-run consequences show that â€Å"70 % of pupils at the intercession schools say that they have ne'er tried intoxicant without an grownup nowadays, while the figure for the control schools is 40 % . 56 % of pupils at intercession schools say that they have ne'er been bullied, while the corresponding figure for the control schools is 28 % . 20 % of pupils from intercession schools say that they compliment others rather frequently, while the figure for the control schools was 6 % .† Web-site ******* . The consequences point to many positive effects of the programme including increased self-pride, empathy and a better relationship with the other pupils. Whilst this is no incontestable long-run grounds for decreased Drug usage, these accomplishments are clearly related to legion protective factors highlighted in Hidden Harm ( 2003? ) and could ensue in cut downing hazards to many kids and immature people. Blue Print Programme The Blue Print Programme was the largest and most recent multi-component, research-based Drug Education Study in England. Funded by the Home Office, The Department of Health and the Department for Education and Skills ( now the Department for Children, Schools and Families ) its purpose was to â€Å"design, present and measure an evidence-based drug bar programme.† ( pg 21 2007 stirling rating ) Prevention in this instance had been defined as â€Å"slowing the normal rate of addition in population-based usage prevalence rates of baccy, intoxicant, dissolvers and hemp during early adolescence, and cut downing the injury to self and others originating from the usage of these substances.† ( Reference a nexus to it for farther info ) Basically the programme aimed to: â€Å"reduce the figure of immature people utilizing drugs ; detain the oncoming of drug usage ; minimise the injury caused by drugs ; and enable those who had concerns about drug usage to seek help.† At first glimpse the survey methods appear robust, with 30 schools ab initio taking portion ( one school subsequently dropped out ) 24 schools presenting the Drug Education programme and 6 comparing schools. Criteria for choice were set out and applied in a systematic manor. Selection besides took history of the Index for Multiple Deprivation. ( A more elaborate history of this can be found at pg 23 stirling study ) . The constituents doing up the programme were: Teacher preparation 15 ten 50 infinitesimal Drug Education Lessons ( 10 in Yr 7 and 5 in year 8 ) , Schools Drug Adviser support Parent accomplishments workshops and stuffs including a parent magazine which was to promote communicating between parents and kids Media coverage and support A Health component which targeted retail merchants of intoxicant, baccy and dissolvers A community constituent – which appears to hold been far less structured and focused than the other elements. There was no lead contractor for this portion of the programme and available information appears rather obscure. A immense array of persons and bureaus were traping much hope upon the Blue Prints Programme. It had been developed utilizing a wealth of anterior information and research, it cost a batch of money ( reportedly around ?6 million ) and took many old ages to plan, implement and evaluate ; but it does look to hold had several floors from the beginning. Many people ( including myself ) were anticipating that this programme would supply a unequivocal manner frontward for Drug Education ; but it appears that from the really get downing it could merely of all time be an geographic expedition of trail conditions ; it could non be unequivocal. ( Raabet Al. 2002 ) concluded that a unequivocal trail should be made up of no fewer than 50 schools. A farther nail in the casket for those of us anticipating a unequivocal test, came from the Medical Research Council ( MRC ) counsel on the development of ratings of complex intercessions. This advises a â€Å"cumulative attack to understanding how res ults are achieved, traveling from theory, to patterning, to an explorative test to a unequivocal trial† ( MRC 2000 ) . This was highlighted by the stirling study in 2007, but was seemingly ‘missed ‘ in the original development of the programme. Has the Blue Prints Programme progressed our apprehension of effectual Drug Education? If we are to portion the sentiments and feelings of several journalists such as Mark Easton ( 17th September 2009 ) we would certainly experience most heartsick confronting the fact that even Home Office scientists could ‘bungle ‘ research. This is an simplistic message to take from the findings, it surely makes for good headlines and keeps the faultfinders of this universe happy ; but it is non helpful in progressing our apprehension of effectual Drug Education. Ben Goldacre in his ‘Bad Science ‘ column in the Guardian 19/09/09 reinforces Easton ‘s stance and makes several converting points about similar issues saying that â€Å"There were besides offers of advice from experts in test design, such as Prof Sheila Bird of Cambridge University, who offered to assist them make a meaningful test on the available budget.† She wrote in an electronic mail to the BBC â €Å" I/we thought the decision-making so obvious = NOT to travel in front that we did non assiduously follow-up to guarantee that the OBVIOUS determination was really made! † Clearly insinuating that the undertaking was known to be floored *** from the start and that it should hold been altered or canned. If these sentiments and statements are right I find it difficult to understand why the Blueprints Programme continued the manner it did. I can merely swear in my ain perchance naif inherent aptitudes and believe that the Blueprints Programme began with the best of purposes. Whatever the facts, the Blueprints Programme has given people in the universe of Drug Education aid with: the structuring of Drug Education Sessionss, issues around working with parents and the importance placed upon fidelity to the programme. The programme has raised the profile of Drug Education foregrounding the importance for more research and it really clearly underscore the errors from which we must larn. I still grapple with the grounds for the evident ‘failure ‘ of the Blueprints Programme to present. To assist me farther understand the possibilities behind this I consideredLawrenceW. Sherman diary on ‘Drug – free schools ‘ . In this he suggests that authorities organic structures and representatives invest money in undertakings which are of concern to the general populace ( the wellness and wellbeing of kids and possible related drug use/misuse issues being a all right illustration of this ) but with no respect for any proved impact of the programme itself. By making this a authorities is able to show its compassion for the public, no-one is able to impeach politicians of being in-different to jobs in society and other political parties besides have their custodies tied to back up the undertaking as if they are seen to differ with the enterprise they are considered detached and un-supportive by the general populace. An interesting place which would explicate the Blueprints failure to present. Sherman besides makes several other interesting observations. He points out that there is really small drug usage in schools, touching to the fact that most drug usage takes topographic point outside school premises and in the local community – which is true – but he fails to do the nexus that if an enterprise is proven to be ‘effective ‘ it is likely to hold positive impact upon the students and their community. This point is illustrated by Bruno V. Manno in his remarks on Sherman ‘s diary. Where he besides supports the position that â€Å"schools can lend to modifying the effects of outside influences and overcome household background factors and community liabilities.† etc pg 162DecisionSo after all this – should we trouble oneself with Drug Education in our schools? And does it hold any impact? I believe that the replies to these inquiries comes in 3 parts. We want to see quantitative, longitudinal informations back uping all of our attempts in the universe of drugs and Drug Education and on this forepart, for me, the grounds is non yet strong plenty. Research workers must larn from the immense sum of universe broad surveies and work that has already taken topographic point. There are many issues which need turn toing ; even after all my research my initial suggestions are rather basic. The first we need to be clear about is ; What constitutes Drug Education? Before any farther research can supply meaningful consequences we must make up one's mind whether Drug Education is a programme incorporating a series of structured lessons which focus upon facts, accomplishments and attitudes around drugs, where fidelity plays an of import function, or whether it is bigger than this? There is grounds to propose that the size of a school, its direction system, behaviour direction processs, teacher pupil relationships, teacher parent relationships, support for the development of pupil self-esteem and general school environment ( as highlighted in the Norse It ‘s My Choice programme ) impacts upon whether or non immature people choose to take drugs. Research and the findings should hold a clear grade of independency as without this any programme is unfastened to doubt. We must be clear about what we mean when we say the word Drugs. Are Drugs the demonic substances which spring to the forepart of many people ‘s heads when the word is expressed, or are they substance which when taken â€Å"changes the manner a individual feels, thinks or behaves.† ******** Do we include tea, java, and paracetamols when looking at Drug Education? Do we see Drugs which people may necessitate to be healthy? Thought needs to be given to whether our personal experiences enable us to be able to present Drug Education in an effectual, value free mode? We besides need to research whether Drug Education with a preventive angle can of all time be value free? In fact, should it be wholly value free if we want future coevalss to do ‘healthy determinations ‘ , as this clearly comes with its ain docket. Many of these realisations have been late highlighted in the 2008 Drug Review: An Entitlement for All where it makes several recommendations to the Government, one being to â€Å"Promote a wider apprehension of the purposes of drug and intoxicant instruction among immature people, parents, carers, the kids ‘s work force and the wider media.† ( ***** ) , another is clarify the purpose of Drug Education. As it stands Drug Education and Drug Prevention are defined individually. If we are to use the current definition of Drug Education as suggested in Government Guidance it would clearly hold no impact upon pupil behavior. It would merely be when we looked into Drug Prevention where any relation to behaviour could be made. The Government have accepted all the recommendations made in the reappraisal and there is to be farther Govermnet Guidance disseminated as a consequence. The UK takes a by and large positive and pro-active attack to Drug Education, this has been re-affirmed by my research and by sing attacks taken by other states. Drugs: Guidance for Schools is a comprehensive papers and is re-inforced by all of our Government, Educationally influential organic structures and the Police – current Government responses indicate that farther counsel will beef up bing certification. Since 1988 Drug Education has by and large developed, it has non radically changed. I think this can be demonstrated in the cosmopolitan diminution in the prevalence informations for kids and immature people ( appendix ** ) High outlooks are placed upon the shoulders of Drug Education, we must oppugn ourselves as to whether we are inquiring excessively much from one topic? ******** ‘Expectations of the impact of effectual drug and intoxicant instruction in our schools are high, far higher than they are for most topics. The outlooks of drug and intoxicant instruction are that it will increase students ‘ cognition, change their attitudes and heighten their accomplishments every bit good as holding an impact on their behavior ‘ . ( Ofsted 2005 )

How to Write a Research Paper Essay

â€Å"This should be sent to a journal† â€Å"Very good work, but I’m not sure why Alan Bundy hasn’t written this? † Anonymous review: â€Å"Clearly the author fails to understands Walsh’s previous work on this topic† †¢ 1st Lesson †¢ Don’t lose heart †¢ Even if you do everything right, reviewing is imperfect Good papers will be rejected But try to learn from your knock-backs! †¢ †¢ Why you? †¢ Academic career †¢ Publish or perish †¢ Have an impact †¢ †¢ Communicate your results Many have not had the impact they deserve for being bad writers †¢ Writing is fun! Outline †¢ How to get your paper rejected. There are many traps even experienced researchers make Myself very much included †¢ †¢ Hints about how to write a paper †¢ Writing is a craft not a science! How to be rejected †¢ Submit over-length †¢ Blind man: send in 7 pages even though the instructions clearly say 5 Once they see quality of work, they’ll be pleased you sent in more material †¢ How to be rejected Submit over-length †¢ †¢ Diplomatic immunity: put extra 2 pages in appendix Appendices clearly don’t count Similarly, bibliography doesn’t count †¢ †¢ How to be rejected †¢ Submit over-length †¢ LaTeX hacker: †¢ †¢ †¢ change from 11 to 9 point font squeeze inter-line space †¦ †¢ No one will ever notice How to be rejected †¢ Submit late †¢ †¢ †¢ Deadlines are meant for everyone else Review schedules have plenty of slack Your paper is worth the wait! How to be rejected †¢ You don’t have room for space wasters like: †¢ Motivation, Background, Related work †¢ Why do review forms always have these on them anyway? How to be rejected †¢ Annoy reader/reviewer †¢ †¢ †¢ †¢ Proof is trivial, when it isn’t Prove the trivial Fail to cite their work Only cite yourself How to be rejected †¢ Annoy reader/reviewer †¢ Don’t bother to spell check †¢ What do computers know about spelling anyway? Use all the old cliches †¢ â€Å"There has been a lot of interest recently in global constraints. † How to be rejected †¢ Annoy reader/reviewer †¢ Be pompous, boring, †¦ †¢ This is science not literature guys, who said it should be fun? †¢ Be overly formal †¢ Theorems and formulas add weight How to be rejected †¢ Annoy reader/reviewer †¢ Make them really work †¢ After all, these are dif? cult concepts and it took you some time †¦ †¢ Ignore reviews †¢ Just keep sending paper in, eventually it will be accepted How to write a paper †¢ Hints about how to write †¢ †¢ †¢ Preparation Writing itself Ethics Preparation. Read, read, read! †¢ To learn how to write, read a lot †¢ I spend over 20% of my time reading †¢ 1 day/week in library Read, Read, Read †¢ Related literature †¢ †¢ †¢ So you can cite it So you don’t re-invent wheels So you know what others think are important research questions Read, Read, Read †¢ Other conference/journal papers where you intend to publish †¢ †¢ So you learn the â€Å"house† style So you can place your work within the bigger picture So you learn how to ask good questions †¢ Read, Read, Read †¢ Any sort of literature †¢ Magazines, novels, biographies, †¦ †¢ Writing is a skill, learn from others †¢ I read approx one novel/week as a way of trying to learn how to write And I have the luxury of writing in my own language! †¢ Review, Review, Review †¢ Review as much as you can †¢ †¢ †¢ So you see good/bad writing So you see the newest results (but see ethics) So you ask yourself good questions †¢ What is the contribution here? What are the weaknesses? †¦ Write, Write, Write †¢ The best preparation to writing is to write †¢ †¢ Writing gets easier the more you do it Writing is easier if you’ve drafted much of what you already need Writing is the best way to organize your thoughts Writing is a good way to record what you have done. †¢ †¢ Writing †¢ Work out the timetable †¢ †¢ †¢ Rushed papers frequently rejected Late papers are almost always rejected If you always write to deadlines, writing will seem more painful than it is Writing †¢ Work out the message †¢ You should be able to convey this in one sentence †¢ â€Å"We propose a new global constraint, provide a ? ltering algorithm and show it useful on some standard benchmarks† Writing †¢ Work out the message †¢ You should be able to convey this in one sentence †¢ â€Å"We identify an important class of symmetry, and show how to break it† †¢ Write to the message! Writing †¢ Distribute the work †¢ †¢ Play to your strengths If you have a native speaker, have them write intro/conclusion †¦ †¢ Write to length †¢ Brutally cut papers are frequently rejected Writing †¢ †¢ Structure paper before you write it I write template for paper with sections and subsection headings ? rst †¢ Intro, Background, Theoretical results, Empirical results, Related work, Conclusions Writing †¢ †¢ Start where you are most happy Often write from the middle outwards †¢ Theoretical results, Experiments, †¦ , Conclusions, Introduction, Abstract Writing †¢ †¢ Rule of Three Say everything 3 times! †¢ †¢ †¢ Introduce idea (introduction) Develop idea (body of paper) Summarize result (conclusions) †¢ But don’t copy verbatim the same text! Title †¢ Make it meaningful and brief †¢ †¢ Don’t make a joke Remember someone reading reference needs to be able to work out likely contents Good: the TSP phase transition Bad: Easy Problems are sometimes Hard †¢ †¢ Abstract †¢ Executive summary †¢ Try for one sentence or so on: †¢ †¢ †¢ †¢ Motivation Method Key result Conclusions Introduction †¢ †¢ †¢ †¢ What is the problem? Why is it interesting? What are your contributions? What is the outline of what you will show? Introduction. †¢ Lure the reader in a with a good ? rst sentence †¢ Bad: There has been a lot of work recently on phase transition behaviour†¦ Good: Global constraints are central to the success of constraint programming†¦ †¢ Background †¢ Often need to set scene †¢ †¢ †¢ De? ne formalism Get reader up to speed Identify research problem Body of Paper †¢ †¢ †¢ †¢ Derive theoretical results Propose new algorithm Describe system engineered †¦ Results †¢ Bullet proof paper †¢ Theoretical results †¢ Experiments only provide a limited view †¢ Experimental results †¢ Theory doesn’t show if results are useful in practice. Related work †¢ Has many purposes †¢ †¢ †¢ You give proper credit to prior work You are not re-inventing wheel You can compare what you do with what has been done before Conclusions †¢ †¢ Remind reader of what you have done Place work in wider context †¢ â€Å"What general lessons might be learnt from this study? † †¢ Flag all the exciting open research directions Acknowledgements †¢ Thank all who have helped you †¢ Provided code, data sets, †¦ †¢ Thank ? nancial sponsors Writing †¢ Keep it simple! †¢ †¢ †¢ †¢ Active, not passive Present, not past or future Long words Short sentences Writing †¢ Avoid temptation to include every result you have †¢ †¢ †¢ Paper needs to be coherent Paper needs to be understandable Many papers are rejected for having too many results! Ethics of Writing †¢ †¢ †¢ †¢ Authorship Citation Submission Publication Authorship †¢ Who should be an author? †¢ Anyone who has made a signi? cant contribution May not have written any text! Always err on the side of caution †¢ †¢ Authorship †¢ Who should be an author? †¢ †¢ †¢ Ask! You’ll be surprised how often people refuse You can be sure they’ll not work with you again if they feel they should be Authorship †¢ Should my advisor be an author? In ? rst few years of thesis, probably yes .. Once you graduate, you should (be able to) write papers on your own Again, ask! †¢ Citation †¢ Cite all relevant work †¢ †¢ †¢ Reviews always ask about Related Work You’ll want them to cite you It’s central to the scienti? c method †¢ We stand on the shoulders of others Citation †¢ Do I cite myself for a blind review? †¢ †¢ †¢ Yes! You must credit all previous work Either cite [Author, 2004] Or write â€Å"As Walsh has shown previously [Walsh 2004] †¦ † Submission †¢ Can I submit to multiple conferences? †¢ What’s the deal with the disclaimer (†This paper is not under review ..†)? †¢ Can I submit to a journal immediately? †¢ †¢ No hard and fast rules My rule, once reviews are back and paper is effectively in press †¦ Publication †¢ Can I publish my conference paper as it is in a journal? †¢ Probably not, even though conference is not archival Most journals ask you to extend conference paper substantially †¢ †¢ Proofs, more experiments, †¦ Final words †¢ It takes time to learn how to write †¢ Don’t be put off if at ? rst your have papers rejected All of us have papers rejected †¢ †¢ Spend time learning how to write †¢ It will be worth the investment.

capone essays

capone essays Alphonse Capone And His Rise To Power During the Capone era many mobsters were in power. As Al Capone grew, he began to associate with many different bosses and was in the neighborhood with many mob run gangs. After being involved and associated with these gangs, Capone then joined one, which just so happen to be run by Johnny Torrio, mobster to become leader of the underworld. There were many influences that helped Capone grow and gain until his rise to power as Chicagos most notorious mobster. One of the most common fictions is that like many gangsters of Capones era, he was born in Italy. This is untrue, he wasnt born in Italy but was born in New York(Bardsley 1). Alphonse Capone was born in Brooklyn, New York, in 1899, of an immigrant family (Al 2). Gabriele Capone, Al Capones father, was one of 43,000 Italians who arrived in the United States in 1894. He was a barber by trade and was one of the few who could read and write his native language. He was from the villa of Castellmare di Stalia, sixteen miles south of Naples (Bardsley 3). Capones mom, Teresina Capone, came to America with her two-year-old son Vincenzo and infant son Raffaele (historical 1). In May of 1906, Gabriele became an American citizen (Bender 26). Al Capone quit school after the sixth grade and associated with a notorious street gang. Becoming accepted as a member. Johnny Torrio was the street gang leader and among other members was the great Lucky Luciano (Al 1). As Capone grew, Torrio gave him more responsibility and Capone soon became apprenticed by him. On December 18, 1918, Capone married at the age of 19, to a 21 year old Irish girl names Mae Coughlin. A short time later Albert Francis Capone was born to the couple (Bardsley 8). At the same time this was going on, in New York Johnny Torrio moved all of his operations to Chicago. Torrios prospects in New...

Banning Smoking in public places

Banning Smoking in public places Banning Smoking in public places Have you ever stopped to think about the dangers of smoking? Did you ever put in your consideration about other people who are affected by your smoking? Many people think that smoking gives them the feeling of satisfaction and happiness. Other people thinks that smoking makes the to calm down when they are angry, but all of this is nonsense. Smoking is a picked up as a habit by the youth in an unusual way. This habit risks their life and makes them prone to dreadful diseases. So if you are keen to kill yourself, then it’s your own choice, but, your freedom ends when other people’s freedom begins. Smoking is a very dangerous activity done by most of the people around the world which causes several health, environmental, and social problems. As a result, the WHO decided to pass a law to prohibit smoking in public places to protect people and the environment from the dangers of smoking. Heavy smokers are likely to health problems which the y can’t figure it out until it reaches a late stage. Researches made by scientists proofed that tobacco is one of the most addictive substances on earth. Every cigarette a smoker smokes supplies the body with great amounts of carcinogen and hazardous chemical substances. â€Å"A heavy smoker, who usually consume from 1 to 2 packs of cigarettes per day inhales 150,000 dose of poisonous smoke yearly.† [1]These Toxic compounds are formed when tobacco reacts with fire. Therefore Nicotine and the other dangerous chemicals formed while smoking are the most harmful things in cigarettes which causes severe health problems. Another Dangerous health problem caused by smoking is Lung Cancer. This is because cigarettes contain over 80 different cancer-causing substances. Scientists showed that these substances could damage the body’s DNA and change their characteristics. This process leads the cells to grow and multiply out of control causing blockage in vital areas in the lung. A smoker could avoid all of these problems and live at ease just by giving up smoking. The pollution caused by cigarettes does not stop in our bodies or the air; it also affects the land we live on and the water that we drink. Millions of cigarette butts are thrown onto the ground every day. They finally end up in the rivers and lakes where fish and animals -by mistake- eat them and quite often die from it. The rest are left on the ground to decompose which will take an average of 25 years while all of the chemicals and additives leach into the ground and pollute the soil and the plants. If you are going to smoke please consider this information before your throw your cigarette butts on the ground. It looks unattractive, it is a major fire hazard in dry weather, and it is extremely harmful to the environment. Another impacting aspect of cigarettes is in producing them. The land used for growing the tobacco all over the world could be used for planting trees or food for starvin g children in the 3rd world’s countries. Tobacco plants are often sprayed with great amounts of harmful pesticides and chemicals as tobacco is very fragile plant and likely to pick up disease. A lot of trees are also used in producing and packing cigarettes. They use 4 miles of paper an hour just for rolling and packaging cigarettes. Every 100 cigaratte produced waste in the other hand a tree. The trees used in the cigarettes could be filtering out the pollutants found in the air instead of being chopped down for manufacturing a new cigarette.

MANAGING AND LEADING STRATEGIC CHANGE Assignment

MANAGING AND LEADING STRATEGIC CHANGE - Assignment Example In the next one hundred years, advancements in information technology and communication promise to transform the business landscape in a significant manner. As a result, the success of managers will depend on their ability to identify the skills needed to thrive in a changing business landscape and taking the necessary steps to acquire them (Quast 2011). The paper has adopted a broad approach to the issue. The move is influenced by the realization that changes in the business environment affect all the industries. Consequently, the best way to have a significant impact in the society is to evaluate the issue in a manner that is useful to a broad section of business leaders. An evaluation of the society reveals key trends influencing the change landscape. In this section, those trends will be addressed. In addition, it is necessary to address the best way for business managers to respond to these changes. The first trend involves the creation of a global village. The current physical boundaries are bound to be overwhelmed by the borderless internet. A significant drop in the cost of computing devices and bandwidth has led to a significant increase in the number of internet users. Prominent individuals and established organizations have joined forces to increase the adoption of the internet. For example, the founder of Facebook, Mark Zuckerberg has created internet.org in an effort to get all people online (Eugene 2014). Should such efforts achieve a modest result, then a large part of the world will have access to the internet. Business organizations would have the opportunity to communicate to consumers from different parts of the world through social media platforms. Similarly, they will be able access a large market through the adoption of e-commerce. However, the negative consequences involve increased competition among businesses. Furthermore, the cost of starting a business that can disrupt established